Changes in Young Teachers' Professional Knowledge and Well-Being During a Practical Induction Phase

• In Event: Poster Session 7
  In Poster Session: Division C Section 2a Poster Session 2: Motivational and Affective Processes

Abstract

Beginning teachers often feel stressed and not well prepared to efficiently manage the complex classroom situations. Hence, the present study investigates the development of teacher candidates’ classroom management knowledge and occupational well-being at the beginning of the teaching career.
In a sample of 746 German teacher candidates assessed twice during an induction phase we applied structural equation modelling and found evidence for a significant increase in teacher candidates’ classroom management knowledge. For well-being the results indicate a u-shaped change with an increase in the first and a decrease in the second year. Furthermore the change of both constructs depends on individual teacher characteristics (e.g. cognitive abilities) as well as institutional characteristics of the induction phase (e.g. constructivist oriented mentoring style).

Authors

• Thamar Voss, Hector Research Institute of Education Sciences and Psychology

• Mareike Kunter, Goethe University